A Summary of the Proposed Research

Special Education Services 

Provided to students with Disabilities in a Tibetan Refugee Residential Rehabilitation Center in India: A Case Study

www.karunahome.org

First of all, I’m going to Karuna Home.
Karuna Home is a rehabilitation and residential
center for Tibetan refugees with disabilities in
Bylakuppe, India.
This field study will describe:
1. Services provided.
2. The residents’ characteristics and
disabilities.
3. Intended learning outcomes.
4. Curriculum and instruction.
5. Training of the staff.
6. Attitudes about disability within the cultural context.

Background, Significance, and Review of Literature

  •People are leaving Tibet—and many are coming to India—because of the “extremism of Chinese politics” including an excessive involvement in religion, culture, economy, etc. (Dhussa, 2009, p. 3).

  •McConnel (2011) reported a generally good working relationship, but also noted that “interactions between the GoI and the TGiE vary considerably across India, with relations generally being more cordial in Karnataka than in the Himalayan states” (p. 300).

  •Karuna Home is located in the state of Karnataka, and therefore is in an area where GoI is working well with TGiE. 

Special Education in India

• Every child has the right to education in India according to the country’s 86th Amendment of the Constitution (Banerjee, 2004).
• “…not more than 4 percent of children with disabilities have access to education” (NCER, 2005p. 8).
• Schools are usually private for people with disabilities.  They have some government funding sometimes.
• Inclusion is very new and access is given usually to only those with very mild disabilities. Successful special education occurred when private schools designed vocational curriculum and ran on the belief that individuals with disabilities can take an active role (Vakil, Welton, & Khanna, 2002).

Barriers to Special Education    

•Addlakha (2007) asserted: “Instead of giving rights to citizens with disabilities and empowering them, a culture of charity and welfare has been systematically promoted in India since the colonial period” (p. 111).

• Lack of Trained Personnel
• Doctors, teachers, other service providers
• Persons with Disabilities Act 1995
• No mandates/accountability like IDEA.  “Promote,” “Help,” “Encourage”
• Family Responsibility
• Negative Attitudes

Karuna Home

òBuilt in 2004.

òBylakuppe, Karnatakaà South India near Tibetan refugee settlements
òNo clear criteria on how Karuna accepts residents.

òAdministered by Geshe Lama Khube Rinpoche.
òGeshe Jangchup Phelgye and a team of dedicated Tibetans, both salaried and volunteers, fill the roles of teachers, caregivers, supervisors and cooks (http://www.karunahome.org/).

Individuals at the Center

• 26 individuals with disabilities, ages 11-30
• Dyslexia, cerebral palsy, visual impairment, autism spectrum disorder, psychomotor impairment, intellectual disabilities, physical disabilities, seizure disorders, etc.

www.karunahome.org

www.karunahome.org

Care at the Center

òDaily living assistance

òYoga instruction

òTraditional Tibetan oil massages

òPhysical therapy

òSpecial education

òExercise

òDaily Living, toilet training, self-care, health care, dental, gynecological, fitting for calipers

òSpeech therapy,music therapy,

òEnglish studies

òTailoring studies

òPrayer, chanting

Research Question
What are the policies, procedures, and staff attitudes toward disability in a residential
rehabilitation center for children of Tibetan refugee parents in India that provides special
education services for residents with disabilities?

References